Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World
Edited By Gerd-Bodo von Carlsburg and Thomas Vogel
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
Peculiarities of Learning and Teaching History to 8th – Formers on the Basis of Gender Distinctions
The paper analyzes the idea of the beginning of the 20th century that boys and girls possess distinct learning peculiarities and different interests in the field of history. On the basis of the results of the 8th-formers’ test that took place in 2013, the research aims to determine whether history topics have any influence on the level and learning results of boys and girls. The paper explores the validity of the statement that boys are more interested in politics, sovereigns and war, while girls are more concerned with culture and religion – hence, have a better knowledge of these topics. The paper also analyzes some other peculiarities of boys’ and girls’ learning of history that influence their learning outcomes.
Keywords: learning of history, boys, girls, differences
In the 1929–1930 school year, Pranas Penkauskas taught a course of “The Methodology of Teaching History” at the University of Lithuania (Vytautas Magnus University since 1930) and emphasized that, when designing the curriculum programmes of history, it is essential to consider the differences between boys and girls. In his opinion, when teaching history to girls, it is important to take into account the features of female character as well as the position of women in the family and state. Hence he proposed to exclude the topics of the history of state politics and wars at girls’ schools and pay more attention to the history of art, poetry, fine...